State Standards: ESS1 (9-11) -4 Students demonstrate an understanding of processes and change over time by …
4a describing various dating methods to determine the age of different rock structures.
4aa calculating the age of a rock from various regions using radioactive half life (given its constituent elements, isotopes and rate of decay) and using those values to provide evidence for geologic relationships between/among the regions.
LS3 (9-11) – 8
Students demonstrate an understanding of Natural Selection/Evolution by…
8c recognizing patterns in molecular and fossil evidence, to provide a scientific explanation for Natural Selection and its evolutionary consequences (e.g. survival, adaptation).
Context of Lesson:During the first 30 minutes of class, students will be introduced to the history of how the earth was formed, its conditions and the first signs of life.Secondly, students will learn that fossils serve as evidence of the organisms that once lived on this earth in various forms.Next, students will learn about the two different methods scientists use to date fossils:relative dating and radioactive dating.They will take a brief set of notes followed by a short movie clip on radioactive dating.Finally, students will be asked join the CSI- North Kingstown team to solve a murder case by identifying the skeletal remains of the victim using radioactive dating methods.
Opportunities to Learn: Depth of Knowledge: ·Webbs Level 2: Interpret & graph data to draw conclusions ·Webbs Level 3: Draw conclusions & explain phenomena based on data collected
Prerequisite Knowledge: ·Recall of rock cycle & sedimentary rocks from earth science (previous year’s curricula)
Plans for Differentiating Instruction: ·Students will work in teams of two to complete the labs ·This activity could be broken up into two 45 minute segments if necessary ·I will circulate the room to provide assistance
Accommodations and modifications: ·IEPs for any attending student will be followed ·Any student with vision or hearing impairments will have the opportunity to move to a table located at the front of the classroom ·Instructions and lab will be modeled prior to having students begin ·The actual lab activity will be completed in pairs allowing students who need assistance to be peer-tutored at any opportunity Environmental factors: ·Seating:six large tables are scattered around the classroom (4-5 students per table) ·If classroom changes, this activity is conducive to a variety of seating arrangements ·This lesson does not require the use of hazardous materials therefore eliminating any safety hazards Materials: ·Smart board/markers ·History of Life PowerPoint presentation
Objectives:At the end of the class period, students will be able to: ·Describe when the earth formed, what the conditions of early earth was like and when the first signs of life appeared ·Explain how scientists date fossils and rocks by using radiometric dating & relative dating methods ·Utilize radiometric or radioactive dating to determine the age of skeletal remains ·Graph the half-life of Carbon-14 to determine the age of skeletal remains
Instruction Opening:(5-10 minutes) ·Ask students to retrieve their journals ·Have the journal entry listed on the first ppt slide: ·“When was the earth formed” ·“Describe the conditions of earth when it first formed” ·“How are scientists able to draw these conclusions” ·Ask students to share their answers
Segue: ·Use student responses as segue and going over agenda“These are some interesting responses.Today, you are going to first learn about the earth’s history in a very brief set of notes that will lay the foundation for the rest of the unit.We must first understand how earth began before we can explore change over time.After taking a brief set of notes, you are going to use the exact same techniques that scientists and archaeologists use in a lab”
Engagement: Part 1:History of Life Power point and Notes (30 minutes) ·Tell students that the notes will be brief and to stay with me as we get through the important information ·Questions to ask students are incorporated on the power point slides themselves so I don’t forget to ask the questions(see ppt) ·At slide 15-Play the 5 minute video clip “Radioactive Dating” by PBS ·Show slide 16 and reiterate what the video clip said by using the diagram (This is how scientists use this in the field) ·Ask students the following questions: 1.Why is finding out the age of fossils so important? 2.Besides dating fossils, what else can radioactive dating by used for? Part 2:Dating the Dead Lab (45 minutes) ·Introduce Lab & Hand out work sheet ·Ask students to take 1 minutes to read the introduction ·Next ask students to go to the procedure section of the lab ·I will model the steps 2-4 as I think aloud ·Explain to students that they will have the remaining time in class to complete the lab and if time does not permit, they must finish it t home for homework ·I will walk around to answer any questions and concerns but also assess formatively Closure:(5 minutes) ·During the last 3-5 minutes of class, ask by a show of hands, how many people completed the lab? ·If all students are finished, I will ask “Based on the data collected, whose remains were in the grave” ·If students are not finished, I will advise students to complete the post lab questions & graph to be completed for homework which will be collected next class period. ·Remind students that all of the “atoms” must be returned to the box for the next class to use ·Ask students to refer to the Home work board and verbally go over the homework assignment: 1.Complete Dating the Dead Lab
2. Quiz Tomorrow on Section 14.1 and Class Notes Assessment: ·Formative Assessment (journal entry) ·Dating the Dead Lab (weight = 1 Class Activity)
Student Work Sample 1 – Approaching Proficiency: Student Work Sample 2 – Proficient: Student Work Sample 3 – Exceeds Proficiency: Return to Home Page
State Standards:
ESS1 (9-11) -4
Students demonstrate an understanding of processes and change over time by …
4a describing various dating methods to determine the age of different rock structures.
4aa calculating the age of a rock from various regions using radioactive half life (given its constituent elements, isotopes and rate of decay) and using those values to provide evidence for geologic relationships between/among the regions.
LS3 (9-11) – 8
Students demonstrate an understanding of Natural Selection/Evolution by…
8c recognizing patterns in molecular and fossil evidence, to provide a scientific explanation for Natural Selection and its evolutionary consequences (e.g. survival, adaptation).
Context of Lesson: During the first 30 minutes of class, students will be introduced to the history of how the earth was formed, its conditions and the first signs of life. Secondly, students will learn that fossils serve as evidence of the organisms that once lived on this earth in various forms. Next, students will learn about the two different methods scientists use to date fossils: relative dating and radioactive dating. They will take a brief set of notes followed by a short movie clip on radioactive dating. Finally, students will be asked join the
CSI- North Kingstown team to solve a murder case by identifying the skeletal remains of the victim using radioactive dating methods.
Opportunities to Learn:
Depth of Knowledge:
· Webbs Level 2: Interpret & graph data to draw conclusions
· Webbs Level 3: Draw conclusions & explain phenomena based on data collected
Prerequisite Knowledge:
· Recall of rock cycle & sedimentary rocks from earth science (previous year’s curricula)
Plans for Differentiating Instruction:
· Students will work in teams of two to complete the labs
· This activity could be broken up into two 45 minute segments if necessary
· I will circulate the room to provide assistance
Accommodations and modifications:
· IEPs for any attending student will be followed
· Any student with vision or hearing impairments will have the opportunity to move to a table located at the front of the classroom
· Instructions and lab will be modeled prior to having students begin
· The actual lab activity will be completed in pairs allowing students who need assistance to be peer-tutored at any opportunity
Environmental factors:
· Seating: six large tables are scattered around the classroom (4-5 students per table)
· If classroom changes, this activity is conducive to a variety of seating arrangements
· This lesson does not require the use of hazardous materials therefore eliminating any safety hazards
Materials:
· Smart board/markers
· History of Life PowerPoint presentation
· Movie Clip on Radiometric Dating http://www.pbs.org/wgbh/evolution/library/03/3/quicktime/l_033_01_56.html
· Dating the Dead Lab Packet
· Journals
Objectives: At the end of the class period, students will be able to:
· Describe when the earth formed, what the conditions of early earth was like and when the first signs of life appeared
· Explain how scientists date fossils and rocks by using radiometric dating & relative dating methods
· Utilize radiometric or radioactive dating to determine the age of skeletal remains
· Graph the half-life of Carbon-14 to determine the age of skeletal remains
Instruction
Opening: (5-10 minutes)
· Ask students to retrieve their journals
· Have the journal entry listed on the first ppt slide:
· “When was the earth formed”
· “Describe the conditions of earth when it first formed”
· “How are scientists able to draw these conclusions”
· Ask students to share their answers
Segue:
· Use student responses as segue and going over agenda “These are some interesting responses. Today, you are going to first learn about the earth’s history in a very brief set of notes that will lay the foundation for the rest of the unit. We must first understand how earth began before we can explore change over time. After taking a brief set of notes, you are going to use the exact same techniques that scientists and archaeologists use in a lab”
Engagement:
Part 1: History of Life Power point and Notes (30 minutes)
· Tell students that the notes will be brief and to stay with me as we get through the important information
· Questions to ask students are incorporated on the power point slides themselves so I don’t forget to ask the questions(see ppt)
· At slide 15-Play the 5 minute video clip “Radioactive Dating” by PBS
· Show slide 16 and reiterate what the video clip said by using the diagram (This is how scientists use this in the field)
· Ask students the following questions:
1. Why is finding out the age of fossils so important?
2. Besides dating fossils, what else can radioactive dating by used for?
Part 2: Dating the Dead Lab (45 minutes)
· Introduce Lab & Hand out work sheet
· Ask students to take 1 minutes to read the introduction
· Next ask students to go to the procedure section of the lab
· I will model the steps 2-4 as I think aloud
· Explain to students that they will have the remaining time in class to complete the lab and if time does not permit, they must finish it t home for homework
· I will walk around to answer any questions and concerns but also assess formatively
Closure: (5 minutes)
· During the last 3-5 minutes of class, ask by a show of hands, how many people completed the lab?
· If all students are finished, I will ask “Based on the data collected, whose remains were in the grave”
· If students are not finished, I will advise students to complete the post lab questions & graph to be completed for homework which will be collected next class period.
· Remind students that all of the “atoms” must be returned to the box for the next class to use
· Ask students to refer to the Home work board and verbally go over the homework assignment:
1. Complete Dating the Dead Lab
2. Quiz Tomorrow on Section 14.1 and Class Notes
Assessment:
· Formative Assessment (journal entry)
· Dating the Dead Lab (weight = 1 Class Activity)
Student Work Sample 1 – Approaching Proficiency:
Student Work Sample 2 – Proficient:
Student Work Sample 3 – Exceeds Proficiency:
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